Inclusive education is the focus of many thinkers, researchers, teachers, early-childhood educators, and policymakers. It is a current concern of most Western societies. The concept of inclusive education was introduced only in the 1990s, when it replaced the previous concepts of integration and mainstreaming; however, the expressed need and advocacy for inclusion go further back in history. The enormous shift is still felt by many educational institutions. The shift means that it is not the job of the child to adapt to the typical environment, but it is the complex educational ecosystem that needs to be ready for caring, educating, and ensuring success to all children, with or without diversabilities. The necessary progression is one from considering diverse groups of children in an equalizing way, to considering them in an equitable way. Inclusive early-childhood education proposes an environment catered around the unique needs of each child within the classroom. As in many other areas of education, change needs to start early, and, yet, research about the inclusion of young and very young children is not overwhelmingly prevalent. In the 2020s, inclusive practice refers to all differences, not only the ones affecting children’s physical and mental health, including race, gender, culture, ethnicity, language, socioeconomic status, age, etc. If young children grow up in homes and educational environments infused with inclusion, they may become more comfortable engaging in discourses of inequality and exclusion. If their learning environment models positive and genuine relationship building with anyone around them, regardless of their difference, children will grow up being advocates for and allies of the people whom society keeps on silencing. Early inclusion is paramount. So, what hinders the universal adoption of inclusive practices in early-childhood education? Among factors that constitute barriers of inclusion, we find politics, resources, support, teacher education, parents’ and teachers’ perceptions and needs, different philosophical interpretations of the concept of early inclusion, and many others. The current studies in the field of early-childhood inclusion show that there is an acute need for knowledge, collaboration, and support. Parents, policymakers, teachers, and other decision-making adults should start giving children agency and invite them to contribute to decisions that concern their well-being. Being inclusive in early-childhood education means to have trust in the competency of all young children, to cherish difference, to cultivate a respectful learning environment, to work with heart, to welcome and build strong relationships with families of all children, to be in touch with current research in the field of inclusive education, and to see inclusion as a feeling of belonging, being valued, and being respected. Inclusion is fluid as a river, but these are the stones that should always guide its course and flow.
‘They Get Fed up with Playing’: Parents' Views on Play-Based Learning in the Preparatory Year
